Social Science Research, Dec 2022

Receive Lifetime Customization Learning

Lee Bih Ni
Faculty of Psychology and Education
University of Malaysia Sabah

Abstract

This paper discusses lifelong learning which is a form of self-initiated education

focused on personal development. Although there is no standard definition of lifelong
learning, it generally refers to learning that takes place outside of formal educational
institutes, such as schools, universities or corporate training. However, lifelong
learning is not necessarily limited to informal learning. It is best described as
volunteering with the goal of achieving personal fulfillment. Ways to achieve this can
result in informal or formal education. The concept of adaptive learning has been
around for decades. It refers to a type of learning in which students are provided
with resources and activities tailored to address their unique learning needs.

Keywords: Self-initiated education, Lifelong learning, Adaptive learning

Introduction
The contribution and commitment of teachers is always appreciated and therefore, it
is not surprising that Malaysia's National Literary Usman Awang also holds teachers
in high esteem in his poem, "Guru Oh Guru". In it, Usman explains the role of the
teacher in shaping the child's journey up to the world of work. Teaching is a noble
profession where teachers play an important role in building, developing and shaping
the future generation. With the advent and progress in education over the past
decade, teaching has become more challenging and demanding. Teachers need to
keep up with the rapid changes in the world of education and meet the demands of
the ever-evolving education system. Teachers who are in the education system,
whether they are starting their career or currently serving, need to be constantly
equipped with new knowledge and skills related to curriculum changes, assessment,
technology integration and resources to meet the needs of 21st education. century.
Teaching and learning approaches and strategies must empower our children with
the Four C's - Critical Thinking, Communication, Collaboration and Creativity.
Teachers are at the forefront of delivering 21st century education in the language
classroom. The English Language Roadmap 2015-2025 addresses several important
components that directly affect the quality of English teachers in its aim to improve
the standard and quality of English language teaching and learning in schools and
higher education institutions internationally ( Raja Nor & Lim, 2017) ). ).

The Common European Framework of Reference (CEFR) has been adopted for
selection into teacher education programmes, pre-service ELTE curricula, in-service
training programs and accreditation of English teachers. All English teachers should
achieve CEFR C1 as a minimum requirement. Teachers are required to develop their
skills and abilities throughout their careers to form high quality English teachers.
Improving the Professional Skills of English Teachers or known as Pro-ELT is one of
the initiatives carried out to improve the level of mastery. Change is inevitable. If
teachers want to stay relevant, they need to move with the times. They need to
accept change and be agents of change. To dignify this profession and its demands,
teachers should make continuous professional development a priority in their agenda
( Raja Nor & Lim, 2017) .

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Teachers Must Embrace Lifelong Learning

Every year teachers who serve in government schools are required to fulfill seven
days of professional development by attending courses, seminars or conferences to
improve their skills and improve their professional self. The program is well
developed and designed so that teachers can transfer their knowledge and
competencies into classroom practices that will benefit their students. The Malaysian
Ministry of Education (KPM) provides a course menu that teachers can choose from
throughout the year. Most of these professional development and in-service courses
are organized and managed by the English Teaching Center (ELTC), Ministry of
Education. Teachers can choose courses based on their needs and related to their
field of work. More importantly, teachers are given the autonomy to shape, reflect
and evaluate their own professional development and success. It is MoE's aspiration
to increase the percentage of school-based professional development activities or
classroom-based on-site training. Schools are authorized to deliver professional
development courses. The Ministry of Education introduced the professional learning
community (PLC) to schools in 2012 as a professional platform for teachers to work
together to improve teaching practices in language classrooms.

Guidance and mentoring systems are encouraged among teachers to provide

ongoing support. This system also allows teachers to learn from each other by
sharing best practices. The support system to enable schools and teachers to
manage changes in the education system is through School Improvement Specialist
Coaches (SISC+) and FasiLINUS. These officers facilitate, train and mentor teachers
by working with them to address challenges and issues in the classroom.
Cooperation and communication among teachers to improve the quality of education
delivered to students symbolizes 21st century education. Such initiatives have shown
an encouraging increase in the professional development of teachers through
collegial spirit and instilling a positive and conducive environment. Being a teacher is
a lifelong journey with true commitment. This journey includes continuously
equipping oneself with the knowledge and skills to become an effective and quality
teacher. Having high values and enthusiasm in teaching and learning is important to
maintain interest in the job. Having a positive attitude towards the diversity of
student learning styles and having the ability to adapt to these diverse learning
styles requires a teacher to have strong pedagogical content knowledge ( Raja Nor &
Lim, 2017) .

The role of a teacher also includes ensuring that every student's needs are met.
English teachers in the Malaysian context need to adapt to classroom situations with
diverse student backgrounds that can be in the form of culture, ethnicity, language
and religion. Only by addressing these needs can we ensure that students' potential
in English is optimised. This is the main goal of education that the country aspires to
and thus placed in the hands of teachers.

Bringing Learning to Life

Students who have never been to a mangrove swamp may find it hard to imagine
what it's like to be there. Although images and videos help, they are not very
effective. “Wouldn't it be better if you had the opportunity to go to a mangrove
swamp, look up and see the leaf patterns in the canopy, look down to see crabs
running around, and pick out which animals you want to see a kingfisher or a
butterfly? Virtual reality can bring this immersive environment into the classroom. It's
more cost-effective than doing the actual trip . Virtual Reality (VR) and Augmented

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Reality (AR) are among the pillars of Industry 4.0 technology. Although they are
often used interchangeably, there are significant differences between the two. VR
removes the user from the real world into a simulation. The sense of presence in the
environment makes learning with VR a realistic experience. This is highlighted by
stereoscopic visuals, sound and haptic feedback for sensory immersion. Through
action immersion, students are empowered to perform actions that may not be
possible in the real world, such as teleportation to Mars ( Rayyan , 2020).

It can also trigger symbolic immersion. Psychological associations such as fear and
empathy can be drawn from students' beliefs, emotions and values about the real
world. For example, users can develop empathy by experiencing being in a refugee
camp or war zone. The immersive nature of VR also enables transduction, where
students can interact with virtual objects in a micro-world, such as in the cells of the
body. While VR replaces one's vision, AR augments it. AR combines real and virtual
objects in a real environment in real time, according to Monash University Malaysia's
School of Medicine and Health Sciences academic director Jeffrey Cheah (JCSMHS)
Associate Professor Dr Arkendu Sen. Dr Sen, who holds a doctorate in Technology
Enhanced Learning and a Master of Surgery in Anatomy said: “In the field of AR,
artificial intelligence is used for its recognition of the 'real world' to project virtual
information, enabling user interaction. Three-dimensional (3D) objects are displayed
interactively and manipulated digitally by the user. This creates the magic of an
immersive learning experience ( Rayyan , 2020).

AR has the ability to enhance the real environment and perceptually enrich the user
experience. "This makes it an interesting technology for educators to use as a tool
since the real environment is explained and informative. For example, we can use AR
to overlay a virtual biological model of the heart on a real human. Higher Ed looks at
how VR and AR are improving education in medicine and engineering.

Changing the classroom

There is a need for educators to transition to 21st century learning, said Associate
Professor Dr Lakshmi Selvaratnam from Monash University Malaysia JCSMHS. Our
typical classroom is often a leftover product from a 20th century era that was suited
to facilitate standardized mass education and ignore the need for individualized
learning. With the advent of VR and AR, we need to selectively implement these
assistive technologies and harness their potential to support immersive teaching and
learning. It is strongly believed that any implementation of educational technology
must be based on sound pedagogical principles. In terms of pedagogy, VR and AR
allow users to have multiple perspectives. Students can build their knowledge at their
own pace. Making connections and elaborating his understanding of concepts in his
own words involves higher order thinking. This technology can also enhance higher
order thinking by promoting cognitive flexibility, inductive and deductive thinking
skills, better perception of sequence and time, and analogical thinking. Research has
shown that the use of VR and AR greatly motivates students to engage in the
learning process.

Future educators to use AR and VR as teaching resources. An example of AR is using

marker images on student-developed posters. Markers trigger explanations in the
form of video overlays to elaborate definitions related to the topic. In the Master of
Curriculum course, my students learned to create AR overlays to explain the unique
curriculum of Asean countries. Abstract knowledge and understanding of the
curriculum is required to design overlays adding that VR is a great tool in educational

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psychology. It can play a role in influencing emotions. Emotional experiences can be

simulated through devices such as Oculus Go, Google glasses and mobile apps such
as In Mind. Meanwhile, many areas of STEM education emphasize location-based
learning. Students are more likely to learn by actively participating in learning
experiences that are embedded in real social and physical contexts. "AR applications
can increase students' concentration and engagement. Students can build
meaningful new situational experiences with these augmented and virtual objects
that come to life. For a generation of students who are more technologically savvy
than ever before, AR applications offer a highly efficient method of delivering bite-
sized learning content. AR can meet the criteria of a smart learning environment
(SLE). SLE is characterized by being context sensitive, adaptive and personalized.
Students are given guidance and feedback based on situations or topics of interest (
Rayyan , 2020).

Clinical Simulation
JCSMHS Monash University Malaysia Emergency Medicine Lecturer Dr Najnin Ahmed
has extensive experience in conducting simulation workshops for medical students.
Simulation has a great impact on clinical teaching, especially for emergency cases
such as life support workshops and trauma cases. We run simulations on various
clinical scenarios on a high-fidelity manikin, also known as a patient simulator.
Medical training faces limitations when it comes to emergency and acute care, he
explained. Adequate hands-on exposure for undergraduates is continually seen as a
challenge as we need to ensure patient safety. This is how immersive technology is
reshaping medical and surgical training. In bridging the gap between theory and
practical knowledge, tools like gamification can do real magic here. VR and AR can
give students close to real-life exposure, which is needed in clinical settings without
compromising patient care. VR can compensate for the weaknesses of simulation by
adding human factors so that students can experience the feeling of a more
authentic scenario and develop empathy for patients. Hands-on 'one to one' clinical
teaching can also be transformed into 'one to many' through this technology.

For better exploration of human anatomy, Dr Sen and his team developed the
Monash Augmented Reality Anatomy Learning Object (Maralo). Similar to the virtual
museum, the repository of anatomical learning objects in the laboratory is designed
as an AR museum for medical students to explore. When an embedded 'trigger' or
'marker' is scanned, a high-resolution 3D image of cadaveric AR content and
pathology will be displayed. AR can superimpose real clinical or laboratory
environments into classroom activities, thus aiding situational learning. "It allows
students to engage in real-life clinical situations such as taking blood, conducting an
electrocardiogram (ECG) or skin suturing which can also be personalized depending
on their existing knowledge of a skill. They will also receive appropriate feedback.
Such an advantage is critical, since only limited actual clinical experience can exist
for students in the early years of medical education. VR and AR features are also
being built into clinical procedure simulators, endoscopy equipment and robotically
guided surgery ( Rayyan , 2020).

It is important that these tools are used by medical students at an appropriate point
in the curriculum where simulation training is helpful, before moving on to working
hands-on with real patients in later clinical years. However, students may be too
engrossed in the limited experiential learning provided by controlled simulation
technology that they cannot relate to the real world. For example, the sights, smells,
sounds and touches of human patients. This is where educators must act to ensure

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there is a good balance between learning from technological tools and from real
patients.

Virtual Experience
For petroleum engineering students, visiting offshore rigs is not easy because of their
long distances and harsh environmental conditions. With the help of AR and VR,
students can experience extremely inaccessible sites and locations, said Associate
Professor Dr Mazura Jusoh from the Faculty of Engineering at Universiti Teknologi
Malaysia (UTM). Students will experience a helicopter ride to a platform as well as a
virtual tour of a floor equipped with essential equipment in a realistic-looking setup.
This will improve their understanding of the setting of oil and gas platforms. The
same can be said for chemical or nuclear plants, where actual visits can be
dangerous. Dr Ajune Wanis Ismail, a senior lecturer from the UTM Faculty of
Engineering has been working on AR and VR technology for over a decade. The PhD
research was supervised by pioneer ARToolkit Professor Dr Mark Billinghurst.
Students now have the ability to change time to make experiments faster, or go back
in time to correct mistakes. AR and VR have long been touted for their potential to
revolutionize education and technology to become more versatile and affordable (
Rayyan , 2020).

After going through the virtual experience, engineering students will be better
prepared to practice in real conditions. “VR has the ability to increase engagement
and improve retention, when students can learn through experience. The technology
is also equipped with an integrated haptic system that will generate tactile
sensations and tactile resistance, creating the illusion of performing a real procedure.
However, the process of developing a simulation is not an easy one. Experts gather
extensive information, bringing together all subject matter experts including lecturers
to bring to life 3D simulations of offshore assets and operations. The most
challenging thing is to ensure the realism of the real-time simulation, so that the
students will feel the authenticity. AR is also used in construction engineering to plan
construction sites and improve site safety. Monash University Engineering Lecturer
Dr Ali Rashidi developed a prototype mixed reality game for Architecture,
Engineering and Construction (AEC) Education. Using unique design principles, we
combine engagement factors with effective educational criteria to advance the
capability training and learning assessment of the AEC workforce. The game provides
a hazard-free and low-risk environment compared to the dangerous, dirty and
difficult environment of the real site. training process. This makes it easy for users to
learn critical job site skills and safety challenges.

Students have the opportunity to interact with additional 3D objects that foster
experiential learning. "It can encourage them to pursue an engineering career by
involving them more throughout the learning and teaching process. AR and VR can
also affect students' spatial ability for real-time visualization, which is an important
skill in engineering. Students can explore the use of advanced holographic
technology to bring virtual 3D building components to life. Physical activities can be
integrated with virtual environments to promote hybrid training. Experts believe that
VR and AR have a definite future to encapsulate the essential skills training needs in
moving towards sustainable value creation in the education sector. This technology
will allow students to thrive as more practical and experienced future engineers in a
shorter period of time. time ( Rayyan , 2020).

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Obstacles
To be on the cutting edge of new technologies, universities may face real obstacles
in the implementation of VR and AR. There are many infrastructure challenges that
need to be addressed. For example, preparing digital tools and creating VR and AR
educational content is expensive and requires high-level skills in teaching and
development of training prototypes. Additionally, there is a need for standardized
methods and systems to translate different conventional training curricula into
appropriate ones. and effective learning mechanisms. Lecturers may lack technical
skills or feel intimidated to explore VR and AR. Confidence and skills need to be
developed. There is also a need to invest in resources and technical equipment. But,
people can start with cheaper alternatives and small mobile devices first. Pedagogy is
important, not just technology. "There should always be an introduction and briefing
session to discuss and reflect on what the students see. A transition period to get
used to the new format and platform is necessary. Immersive and interactive
classroom technology is no exception ( Rayyan , 2020).

Some programming aids are not user-friendly for academics. Although open libraries
and software development kits are freely available, most are based on intermediate
to low-level programming languages. Some AR objects are 3D models superimposed
on the real environment, and this 3D modeling requires skills in design software
applications. The level of realism is still limited in some ways. Accommodation-
vergence conflicts in the eye, low resolution and inaccurate lighting can cause virtual
objects to appear further away. Further development in graphics is needed to better
simulate matching depth and real distance as in the human eye.

At Taylor University, the move to resume online lectures, tutorials and assessments
is guided by its e-Learning Master Plan. According to its deputy vice-chancellor and
chief academic officer, Professor Dr Pradeep Nair, the initial objective of the master
plan is not only to enrich and complement face-to-face learning, but also to provide
this kind of time partially or fully. university lockdown ( Rozan a, 2020). Existing
technologies such as Internet networks, and the emerging Internet-of-Things (IoT),
can be synergized to improve the way teachers conduct classes and the way
students use lessons. It is believed that the future of the education system depends
on the idea of improving the educational platform through the use of technology
using IoT, which is displayed in adaptive e-learning ( Nurul Ezdiani , 2019). Today's
students are accustomed to personalization from Amazon to Netflix and the higher
education experience should be no different. Students are juggling jobs and college,
they need technology solutions that make their lives easier and what they need is a
seamless engaging experience. By helping students feel part of the whole universe,
learning is naturally enthralling and engaging. There is no one best way to achieve
this goal because there are many learning paths ( R. Murali , 2019).

Conclusion
Adaptive, lifelong and holistic education is based on the premise that each person
finds identity, meaning and purpose in life through connection to society, to the
natural world, and to spiritual values such as compassion and peace. Holistic
education aims to invoke from young people an intrinsic respect for life and a
passionate love of learning. The art of holistic education lies in its responsiveness to
diverse learning styles and evolving human needs. Following the development of the
student population and their needs, new demands have emerged for highly
personalized, adaptive and relevant holistic educational experiences.

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Reference

Nurul Ezdiani Fudhlana Shahri. (March 4, 2019). Make IoT Part of Education Policy.
Melaka: Kolej Komuniti Jasin

R. Murali Rajaratenam. (2019). Learn, Relearn And Unlearn Mantra For New
Workforce. Kuala Lumpur: Faculty of University Foundation Studies, HELP
Matriculation Centre.

Raja Nor Safinas Raja Haron And Lim Bee Yoke. (2017). Teachers Must Embrace
Lifelong Learning. Kuala Lumpur: English Language Teaching Centre Malaysia at
Ministry of Education Malaysia, & Faculty of Languages and Communication at
Universiti Pendidikan Sultan Idris.

Rayyan Rafidi. (February 5, 2020). Bringing Learning To Life. Kuala Lumpur: NST

Rozana Sani. (April 15, 2020). Readiness For Continuity In Online Learning. Kuala
Lumpur: NST